My English Assignment is based on choosing a bill and then forming a research question on that specific bill. Afterward, In the assignment, we should have credible 5 sources with Rhetorical precis to them. And then comes the main part of writing the synthesis. I have done a first draft; it was only about finding 3 sources and a simple synthesis, just like an idea of what we should do for this project. I will provide you with all the instructions below and attach the draft I have written.
The Bill that I have chosen is in this link: https://www.richmondsunlight.com/bill/2023/hb1397/fulltext/Instructions:
Annotated Bibliography Revision Instructions
At the top of your Annotated Bibliography and Synthesis, identify you bill, the current and unresolved issue you selected, and the most recent version of your refined research question.
Title the first section of the project as Annotated Bibliography. For each of your five sources, compose a reference citation (in your discipline’s preferred style). Then, order your sources alphabetically (by the last name that leads the citation) and number them (Source 1, Source 2, etc.). Below each source’s citation, compose a rhetorical précis (see “Compose Your Annotations” above).
Synthesis: Write a brief (no more than 400 words) essay about how your thinking about the issue changed since the first submission of the annotated bibliography. In other words, did you add or eliminate sources? Did you lean on one particular source? Why? Has you thinking deepened or become more complex over this issue? How did you expand your viewpoint through research into the topic?
1.
Annotated Bibliography Checklist
Title of Annotated Bibliography (it is not “Annotated Bibliography”).
Sources arranged in alphabetical order according to the first author’s last name. If the author is a government agency or organization, use that name instead of an author.
Simple double-spacing throughout the document.
Hanging indents on the bibliographic record.
Citations are in APA style. (Use Zotero.) Be careful with source titles. They should be in sentence case.
Précis is in 4-sentence style specific to this assignment.
2.
Example of an Annotation in Précis Style
Creating an Annotation in the Classic Prècis 4-Sentence Style
Please summarize three sources: Two popular, one scholarly
Create a citation and an annotation in the 4-sentence précis style:
Sentence 1: Name of the author(s); a rhetorically accurate verb (such as asserts, argues, suggests, contends, believes, reports, indicates, insists); and a “that” clause contains the thesis or main argument of the work.
Sentence 2: A brief but accurate explanation of how the author(s) conducted the research or supports their thesis.
Sentence 3: A statement of the author(s) intent or purpose, followed by an “in order to” phrase.
Sentence 4: A note that helps you remember how this source fits into your research and how you might use it.
Example:
Di Minin, E., Leader-Williams, N., & Bradshaw, C. J. A. (2016). Banning trophy hunting will exacerbate biodiversity loss. Trends
in Ecology & Evolution, 31(2), 99–102. https://doi.org/10.1016/j.tree.2015.12.006
Enrico Di Minin in “Banning Trophy Hunting Will Exacerbate Biodiversity Loss” (Trends in Ecology & Evolution. 31(2), 99-102)
argues that if there is a blanket ban on trophy hunting then biodiversity will decrease in the areas where trophy hunting is
benefiting wildlife populations. He supports his argument by describing how the trophy hunting system works in certain parts
of Africa, by providing data for how much revenue it brings in, and using examples of the current problems with trophy
hunting and how they have been solved. His purpose is to prove that trophy hunting is important in order to ensure that there
is less biodiversity loss in Sub-Saharan Africa. I chose this source because I agree with the side De Minin took, it provides a
lot of evidence for the benefits of trophy hunting and because there is another source that directly responds to it.
Example of an Annotated Bibliography
Annotated Bibliography: Veterans and Transition Stress, Identity & Mental Health
Abdur-Rahman, I. T., Watkins, E. Y., Jarvis, B. P., Beymer, M. R., Schoenbaum, M., Bossarte, R. M., Pecko, J. A., & Cox, K. L. (2021). Mortality among male U.S. Army soldiers within 18 months of separation. Military Medicine, 186(9/10), e988–e995. https://doi.org/10.1093/milmed/usaa511
Abdur-Rahman et al. found the 18-months immediately following separation was associated with an increased risk of mortality among regular Army, reserves, and National Guard male Veterans compared to civilian counterparts. Most deaths (60%) were considered preventable (accidents, suicides, & homicides). Suicide rates were significantly higher compared to male civilians (p. 991).
Barnett, A., Savic, M., Forbes, D., Best, D., Sandral, E., Bathish, R., Cheetham, A., & Lubman, D. I. (2022). Transitioning to civilian life: The importance of social group engagement and identity among Australian Defence Force veterans. Australian & New Zealand Journal of Psychiatry, 56(8), 1025–1033. https://doi.org/10.1177/00048674211046894
Barnett et al. found that civilian group engagement while transitioning from military to civilian status could be helpful or harmful depending on the life stage and goals of individual Veterans. The number, quality, and level of engagement with civilian social groups impacted the benefits to Veterans. Engaging in volunteerism or altruistic projects connected Veterans to previously held military values and made it easier to for them to engage with civilian groups. The study was based on 40 interviews with Veterans and involved the creation of social identity maps. The purpose of the study was to understand how social group engagement and identity influence their adjustment to civilian life.
Brewster, L., McWade, B., & Clark, S. J. A. (2021). A point of connection? Wellbeing, the veteran identity and older adults. Ageing & Society, 41(9), 1984–2005. https://doi.org/10.1017/S0144686X20000161
Brewster, McWade, and Clark studied older Veterans to explore how military service impacted their identity defined as “a self-concept reflecting past military identity in present civilian space (Thompson et al., 2017).” They found that Veteran identity impacted well-being and socialization positively through shared experiences, fictive kinship, and a sense of “sameness” within a group of veterans but could make loneliness and isolation worse when Veterans felt excluded or misunderstood by civilians. In addition, visual identifiers like lapel badges were helpful to connect veterans and bolster their sense of identity. The study was performed by eliciting stories of military service and life narratives among 30 participants older than 68 years of age, The purpose of the study was to investigate how Veteran status among older people impacted their wellbeing and social connection.
Flack, M., & Kite, L. (2021). Transition from military to civilian: Identity, social connectedness, and Veteran wellbeing. PLoS ONE, 16(12), 1–22. https://doi.org/10.1371/journal.pone.0261634
Flack and Kite found a positive relationship between social connectedness and enhanced well-being and less psychological distress among Veterans. Specifically, the way Veterans felt about their military identity impacted their well-being and social connectedness. If they had positive public and private opinions of their military service, “and not feeling like an outsider, led to higher social connectedness” (p. 16). The study was conducted on N=358. The method of was to study “the potential moderating and mediating effects of social connectedness in the relationship between military identity and wellbeing were explored via path analysis” (p. 1). The purpose of the study was to explore potential moderation and mediation effects of social connectedness in the relationship between military identity and subjective wellbeing via path analysis.
3.
Synthesis Structure
Synthesis Structure
Synthesis Structure
I. Exploratory Format
Begin:
Identify the issue,
Identify the bill,
Explain how the bill intends to solve the problem (No need for citations)
Middle:
Write separate paragraphs for each factor that impacts the bill’s effect
Each paragraph focuses on a separate factor
Each paragraph is supported by evidence found in sources (In-text citations needed)
End
State your thesis, or main point
Give the reasons for your thesis (no need to cite)
Give your opinion about whether to support or oppose the bill
II. Argument Format
Begin:
Identify the issue,
Identify the bill,
Explain how the bill intends to solve the problem (No need for citations)
State your thesis
Middle
Write separate paragraphs for each factor that impacts the bill’s effect
Each paragraph focuses on a separate factor
Each paragraph is supported by evidence found in sources (In-text citations needed)
End
Restate the title of the bill and fill in whether you support of oppose it
Summarize your reasons for supporting/opposing the bill (No need for citations.)
Synthesis Examples
Exploratory
In the United States, job growth has steadily increased among STEM+C career paths, however, the number of students enrolled in STEM+C majors does not meet the demand. To increase interest in STEM+C careers, the 2024 Virginia General Assembly introduced a bill (SB5 STEM+C Competition Team Grant Program) to increase student interest in STEM careers by funding afterschool competitive clubs focused on STEM+C topics.
Participation in after-school STEM-related clubs positively impacts academic performance. Math clubs introduce games and problem-solving in an environment of fun and enjoyment. When math becomes a fun activity, students gain confidence and are more likely to attempt higher math classes in high school (Flick & Kuchey, 2022). After school activities do not focus on testing or trigger academic anxiety. They operate as a lab to explore, have fun, solve problems, and develop skills in a nonthreatening environment. Students who participate in well established organizations like math clubs can learn problem-solving skills and gain confidence in their abilities.
Participation in after-school STEM-related clubs can lead to vocational interests. An after school drone club can teach students practical, hands-on skills to build and operate sophisticated machinery (Balogun & Miller, 2022). After school STEM clubs help prepare students to apply math and physics to real-world problems and introduce students to potential career pathways (Balogun & Miller, 2022). Drone clubs may introduce students to career possibilities in the STEM fields. Learning practical skills enhances feelings of self-mastery and builds confidence, both are characteristics needed to pursue STEM+C majors and careers.
Because there is evidence that students improve their academic potential by participating in STEM clubs, It’s important to fund after-school STEM clubs to prevent an equity gap based on financial resources. A recent study showed students gain advanced computational thinking skills through privately-funded after-school participation in CS clubs (Merino-Armero et al., 2023). The longer students participated; the more improvement was documented. Therefore, public schools must fund these clubs to avoid an equity gap.
Even when STEM clubs are available, girls and boys appear to get different benefits. According to a recent study, girls gravitate to CS clubs as a way to broaden their educational opportunities and not because they have an intrinsic interest in computational science (Vrieler et al., 2021). They showed less interest in pursuing STEM majors and careers. Therefore, simply providing after school clubs in STEM-related topics may not be enough to bridge the gender gap between men and women in STEM fields.
There are a variety of benefits to students who participate in STEM-related after school activities including improved academic performance, increased vocational interest in STEM+C careers, and hands-on practical skill development. In addition, public funding ensures that all children who attend public school will have the opportunity to participate. However, there is evidence that boys and girls may benefit in different ways, therefore more research needs to be conducted to learn the best ways to stimulate interest in STEM+C careers. Overall, I support passage of SB5 “STEM+C Competition Team Grant Program” because it will encourage students to engage with STEM+C subjects and they may choose STEM+C careers as a result of their participation.
Argument
In the United States, job growth has steadily increased among STEM+C career paths, however, the number of students enrolled in STEM+C majors does not meet the demand. To increase interest in STEM+C careers, the 2024 Virginia General Assembly introduced a bill (SB5 STEM+C Competition Team Grant Program) to increase student interest in STEM careers by funding afterschool competitive clubs focused on STEM+C topics. Because students who participate in STEM-related after school activities improve their academic performance, increase vocational interest in STEM+C careers, and develop hands-on practical skills, I support passage of SB5 “STEM+C Competition Team Grant Program”. In addition, because of public funding, all children who attend public school will have the opportunity to participate decreasing education inequity..
Participation in after-school STEM-related clubs positively impacts academic performance. Math clubs introduce games and problem-solving in an environment of fun and enjoyment. When math becomes a fun activity, students gain confidence and are more likely to attempt higher math classes in high school (Flick & Kuchey, 2022). Afterschool activities do not focus on testing or trigger academic anxiety. They operate as a lab to explore, have fun, solve problems, and develop skills in a nonthreatening environment. Students who participate in well established organizations like math clubs can learn problem-solving skills and gain confidence in their abilities.
Participation in after-school STEM-related clubs can lead to vocational interests. An after school drone club can teach students practical, hands-on skills to build and operate sophisticated machinery (Balogun & Miller, 2022). After school STEM clubs help prepare students to apply math and physics to real-world problems and introduce students to potential career pathways (Balogun & Miller, 2022). Drone clubs may introduce students to career possibilities in the STEM fields. Practical skills and knowledge enhance feelings of self-mastery and confidence.
Because there is evidence that students improve their academic potential by participating in STEM clubs, It’s important to fund after-school STEM clubs to prevent an equity gap based on financial resources. A recent study showed students gain advanced computational thinking skills through privately-funded after-school participation in CS clubs (Merino-Armero et al., 2023). The longer students participated; the more improvement was documented. Therefore, public schools must fund these clubs to avoid an equity gap.
Even when STEM clubs are available, girls and boys appear to get different benefits. According to a recent study, girls gravitate to CS clubs as a way to broaden their educational opportunities and not because they have an intrinsic interest in computational science (Vrieler et al., 2021). They showed less interest in pursuing STEM majors and careers. Therefore, simply providing after school clubs in STEM-related topics may not be enough to bridge the gender gap between men and women in STEM fields.
STEM+C competition clubs benefit students academically and provide vocational education that may lead to selecting STEM+C majors and careers. Because of state funding, students will have equal opportunities to attend afterschool STEM+C competition clubs decreasing inequality in education. Even though the benefits appear to be different between the genders, it is still important to provide these clubs because they represent new opportnities that benefit students and society. Therefore, I support passage of SB% “STEM+C Competition Team Grant Program.”
